Cathy Burdette
Monday, October
19, 2009
More Partners and Teams
Summary
Session 3.2
More Partners and Teams Students investigate two ideas about even and odd numbers
to determine whether they are always true. The session ends with the class
developing a definition for even and odd.
Math Focus Points
-
Considering whether observations about even or odd numbers apply to all even
numbers or all odd numbers - Understanding that any number that can be divided
into groups of two can also be divided into two equal groups (and vice versa) -
Characterizing even and odd numbers as those that do or do not make groups of
two (partners) and two equal groups (teams)
Vocabulary
Materials
- Chart:
"Partners and Teams" (from Session 3.1) - Chart: "Odd
Numbers" (from Session 3.1) - Chart: "Even Numbers" (from
Session 3.1) - Chart paper - Connecting cubes (as needed) - 100 charts -
Connecting cubes: Make two towers, one with 7 cubes and one with 8 cubes.
Professional Development
Read Ahead
of Time - Dialogue Box: If There Were Two Left Over, They Would Be Partners, p.
252
What Time Is It?
Summary
Classroom
Routine 3.2 What Time Is It? Post a daily schedule. Identify important times (e.g.,
start of the school day, math time, music) in both analog and digital format.
Discuss the daily schedule and have students set their clocks to each important
time. Throughout the day, at the start of each activity (e.g., math time,
lunchtime), encourage students to compare the actual starting time with the
posted time on the schedule.
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Determining the number of minutes in hours, half
hours, and quarter hours - Counting by 5s
Vocabulary
Materials
- M29, The Clock Make copies. (1 per student).
- T36, The Clock - Prepare and post a daily schedule
that shows the times in both analog and digital form. - Student clocks (1 per
pair) - Demonstration clock
Professional Development
Tuesday,
October 20, 2009
Assessment: Even or Odd?
Summary
Session 3.3
Assessment: Even or Odd? The session begins with an assessment about even and
odd numbers. Then students figure out the number of legs in the class. Class
discussion focuses on trying to describe a general rule for finding the number
of legs for any group of people.
Math Focus Points
-
Characterizing even and odd numbers as those that do or do not make groups of
two (partners) and two equal groups (teams) - Looking at patterns and
developing fluency with skip counting by 2s - Considering the relationship
between skip counting and grouping - Noticing and describing a 2:1 relationship
(e.g., there are 2 legs for every 1 person)
Vocabulary
Materials
- M23,
Assessment: Even or Odd? Make copies. (1 per student) - Chart paper -
Connecting cubes (as needed) - Class list: Type or handwrite a list of
students' names and print or make copies. (2 per student, for use in Sessions
3.3-3.4; optional)
Professional Development
Read Ahead
of Time - Teacher Note: Assessment: Even or Odd?, p.
225; Counting by Groups, p. 229 - Dialogue Box: Counting the Number of Legs, p.
254
Quick Images: Ten-Frames
Summary
Classroom
Routine 3.3 Quick Images: Ten-Frames Display two 10-dot
and one 6-dot Ten-Frame Cards (T28-T29). Follow the basic Quick Images
activity. Circulate as students are working to see how they draw the 26 dots.
Specifically, do they use a 5-by-2 array? As students share,
record equations that match their thinking. 5 + 5 + 5 + 5 + 5 + 1 = 26
20 + 6 = 26 30 - 4 = 26 Repeat for the number 32, using three 10-dot cards and
a 2-dot card.
Math Focus Points
- Developing
fluency with the addition combinations to 10 + 10 - Using known combinations
(i.e., combinations that make 10) to combine numbers - Recreating images of
dots arranged in 2-by-5 arrays - Using standard notation (+, -, =) to write
equations
Vocabulary
Materials
- T28-T29,
Ten-Frame Cards (from Investigation 1)
Professional Development
Wednesday,
October 21, 2009
How Many Fingers in Our Class?
Summary
Session 3.4
How Many Fingers in Our Class? Students count around the room by 5s. Then they
figure out how many fingers are in the class and discuss their strategies.
Math Focus Points
- Counting by
groups of 5 and 10 - Looking at patterns and developing fluency with skip
counting by 5s and 10s - Considering the relationship between skip counting and
grouping
Vocabulary
- counting by 5s - counting by 10s
Materials
- Connecting
cubes (5 per pair) - Box or container - Class lists (optional; from Session
3.3)
Professional Development
Read Ahead
of Time - Dialogue Box: How Many Fingers?, p. 255
Today's Number: Counting Around the Class by 2s
Summary
Classroom
Routine 3.4 Today's Number: Counting Around the Class by 2s Today's Number is
determined by counting around the class by 2s. Keep track of the numbers said
on the 100 chart or the number line. Then, have students count a second time.
This time, record the numbers said in a list. Finally, students count backward
by 2s starting with the ending number.
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10
Vocabulary
Materials
- No
materials needed
Professional Development
Thursday,
October 22, 2009
Collect 50¢
Summary
Session 3.5
Collect 50¢ Students learn, play, and discuss Collect 50¢, a game involving
counting and coin equivalencies.
Math Focus Points
-
Identifying coins and their values - Combining coins to a total of 50¢ -
Identifying and using coin equivalencies
Vocabulary
- nickel - penny - quarter - dime
Materials
- T35, How
Many Pennies? - M24, How Many Pennies? Make copies. (1 per student, if not
saved from Unit 1) - M25, Collect 50¢: Make copies. (as
needed; optional) - M26, Assessment Checklist: Identifying Coins and Values
Make copies. (2-3 for your class) - M27-M28, Family Letter (make copies) - Dot
cubes (2 per 2-3 students) - Overhead coin set - Chart paper: Prepare a
"Coin Equivalencies" poster. Label the columns "Coin Name,"
"Coin Value," and "Equivalencies." Leave the
"Equivalencies" column blank. See pages 152. - Coin sets: If not
saved from Unit 1, put 100 pennies, 20 nickels, 20 dimes, and 8 quarters in a
small container. (1 set per 2-3 students)
Professional Development
Today's Number: Counting Around the Class by 5s
Summary
Classroom
Routine 3.5 Today's Number: Counting Around the Class by 5s Determine Today's
Number by counting around the class by 5s. Use the class 100 chart or the
number line to keep track of the numbers students say. Then, have students
count a second time. This time, record the numbers in a list. Finally, have
students count backward by 5s, starting with the ending number.
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10
Vocabulary
Materials
- No
materials needed
Professional Development
Friday, October
23, 2009
Counting by Groups
Summary
Session 3.6 Counting
by Groups Students are introduced to Counting Bags, an activity in which
students count a set of objects in two different ways (e.g., by 2s and by 5s).
Tallies are introduced as one way to represent groups of 5. Math Workshop
focuses on counting by groups.
Math Focus Points
- Developing
fluency with skip counting by 2s, 5s, and 10s - Identifying and using coin
equivalencies - Combining coins to a total of 50¢ - Using tally marks to
represent groups of 5
Vocabulary
- tally
marks
Materials
- M30, Counting
Bags: Make copies. (2 per student, plus extras, for use in Session 3.6-3.7) -
M31, Blank Ten-Frames: Make copies. (optional; as
needed for intervention) - Materials for Collect 50¢: See Session 3.5. -
Connecting cubes (15, plus additional cubes as needed) - Counting Bags: Fill resealable bags with 20-70 assorted small objects such as
pennies, beans or connecting cubes. Letter each bag. (1 bag per pair) -
Counting Bags: Record Keeping For your reference, make
a master chart that shows each counting bag by letter, contents, and number of
objects.
Professional Development
Read Ahead
of Time - Dialogue Box: Counting Bags, p. 257
What Time Is It? Counting the Minutes
Summary
Classroom
Routine 3.6 What Time Is It? Counting the Minutes Distribute The
Clock (M29) to each student and display the transparency (T36). Count how many
minutes there are from the 12 to the 1. Label it "5 min." and explain
that you are using the abbreviation "min." to stand for minutes.
Students label their clocks as well. Then, count the minutes between 1 and 2
and label it "10 min.". Continue all the way
around the clock, to "60 min.". Discuss that
60 minutes is also the same as one hour.
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Determining the number of minutes in hours, half
hours, and quarter hours - Counting by 5s
Vocabulary
Materials
- M29, The Clock Make copies. (1 per student).
- T36, The Clock - Prepare and post a daily schedule
that shows the times in both analog and digital form. - Student clocks (1 per
pair) - Demonstration clock
Professional Development